Oakhill Drive PS Stage 2 English Unit: Tears in the Jungle Term 2 2018

Macro Concept:Sustainability

English Textual Concepts: Perspective Point of View

Duration: 10 weeks

Cross Curriculum Priorities:▪ Asia and Australia's

engagement with Asia ▪ Sustainability

General Capabilities:

▪ Critical and creative thinking

▪ Ethical understanding

▪ Information and communication technology capability

▪ Intercultural understanding

▪ Difference and diversity

Opportunities for Differentiation:

▪ Content

▪ Process

▪ Product

▪ Learning Environment

Core TextsTears in the Jungle (A Children’s Adventure to Save the Orangutan) by Daniel & William ClarkeTears in the Jungle (Fight for Survival) by Daniel & William ClarkeBehind The News TV program http://www.abc.net.au/btn/story/s3456851.htmAustralian Story ABC TV http://tearsinthejungle.com/about-us/our-australian-story/Poem: The Orangutan’s Plight by Valentino Rodrigues aged 10The Journey of the Sea Turtle by Mark Wilson/One Tiny Turtle by Nicola Davies/Tracks of a Panda by Nick Dawson

Summary of Concepts - http://englishtextualconcepts.nsw.edu.au/

Perspective

Students recognise that their understanding of the worlds in texts are shaped by their own personal experience and their own culture.

They learn that views of the world in texts:

*may differ from each other

*are based on selections

*may be represented in various ways in different modes and media

Point of View

Students learn that point of view influences interpretation of texts. They understand that:

*point of view is about who sees, thinks & tells the story

*different points of view affect the way we understand the story

*different modes & media convey the story in different ways

Argument Authority Character Code & Convention Connotation, Imagery & Symbol Context Genre Intertextuality Literary Value Narrative Perspective Point of View Representation Style Theme

Comprehension Strategies Focus

Summarising: Summarising involves taking the main ideas

Predicting & Inferring: Both words refer to a conclusion based on some sort of fact, experience or

Questioning: is a major form of human thought and interpersonal communication. It involves employing a series of questions to

Making Connections: Text-to-self connections are highly personal connections that a

Integrated with Stage 2 Geography Term 2

from a piece of text and rewriting them in your own words.

observation. ... 'Inference' is a noun and its meaning is the act or process of reaching a conclusion about something from known facts or evidence.

explore an issue, an idea or something intriguing. Questioning is the process of forming and wielding that serves to develop answers and insight.

reader makes between a piece of reading material and the reader's own experiences or life.

Stage 2 OutcomesObjective A: communicates through speaking, listening, reading, writing, viewing and representingSpeaking and Listening: EN2 – 1A- communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contextsWriting and Representing 1: EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and languageHandwriting and Digital Technologies: EN2-3A uses effective handwriting and publishes texts using digital technologiesReading and Viewing: EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologiesSpelling: EN2-5A uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words

Objective B: use language to shape and make meaning according to purpose, audience and contextSpeaking and Listening: EN2-6B identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and featuresWriting and Representing : EN2-7B identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contextsReading and Viewing: EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matterGrammar, Punctuation and Vocabulary: EN2-9B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts

Objective C: think in ways that are imaginative, creative, interpretative and critical

Objective D: express themselves and their relationships with others and their world

Objective E: learn and reflect on their learning through their study of English

EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and different from their own

EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others’ learning

Assessment for Learning Assessment as Learning Assessment of Learning

▪ anecdotal records ▪ self-assessment of learning, based on ▪ writing tasks graded, based on set criteria

▪ comments or notations

▪ conversations

▪ marks & grades

▪ feedback

▪ set criteria

▪ peer assessment of learning, based

▪ on set criteria

▪ questioning

▪ skill practise

▪ student achievement against selected outcomes

▪ student achievement against set learning goals

▪ Refer to creative iMovie task

SYLLABUS CONTENT Objective A Speaking & Listening Develop and apply contextual knowledgeUnderstand and apply knowledge of language forms and features Respond to and compose texts Writing and Representing Develop and apply contextual knowledge Understand and apply knowledge of language forms and features Respond to and compose texts Handwriting & digital TechnologiesReading and Viewing Develop & apply contextual knowledgeUnderstand and apply knowledge of language forms and Develop & apply graphological, phonological, syntactic & semantic knowledgeRespond to & view textsSpellingDevelop & apply contextual knowledgeUnderstand & apply knowledge of language forms and featuresRespond to & compose texts

Objective BGrammar, Punctuation and VocabularyDevelop and apply contextual knowledgeUnderstand & apply knowledge of language forms & featuresUnderstand & apply knowledge of vocabulary

Macro Concept:

SustainabilityEnglish Concepts:

PerspectivePoint of View

*OPPORTUNITIES FOR DIFFERENTIATION – Consider: CONTENT PROCESS PRODUCT LEARNING ENVIRONMENT

WEEKS 1-3 : Tears I the Jungle – A Children’s Adventure

Speaking and Listening/ Responding and Composing

Reading & Viewing

Visual Literacy

LANGUAGE FEATURES

Vocabulary, Grammar & Punctuation

Writing and Representing

Responding and Composing

(including digital technologies)

MODELLED/ GUIDED AND INDEPENDENT LEARNING

1.WALT: understand context of the book Tears in the Jungle Book 1

Look at cover illustration. Make predictions. Visual literacy vocabulary – ‘demand’ being established by orangutan’s eyes

Discuss author’s purpose.

Teacher shares background knowledge: ‘Tears in the Jungle’ was written by two brothers, Daniel and William Clarke from Terrey Hills. Daniel has cerebral palsy and is in a wheelchair. He is unable to do very much but he desperately wanted to save the orangutans. The “Make a Wish Foundation” were unable to make his wish come true. Someone donated the money to send the family to Indonesia. Both boys were so touched by the plight of the orangutans that they came back to Australia determined to make a difference. They used photo’s they took and wrote this book, so that all children could learn about what was happening in Indonesia. Money made from the book is used to

MODELLED/ GUIDED AND INDEPENDENT LEARNING

NB All students need to complete the online SUSTAINABILITY SURVEY prior to commencing the unit. This process will be repeated at the end of the term. This data is being collected by Branimir Lazendic (Principal Penrith Lakes EEC):

This is the link for the student survey and our school is listed in the drop down box (we do this one at the beginning and at the end to see impact): https://www.surveymonkey.com/r/S7ZTLZD

STOP PRESS: Tears in the Jungle (Fight for Survival) by Daniel & William Clarke has just been nominated for 'The Australian Children's Book of the Year' award. Daniel & William Clarke are now in their 20s. See current photo on Google Drive. INCURSION BOOKED : They will be visiting ODPS on

Objective CThinking Imaginatively, creatively, and interpretively Engage personally with textsDevelop and apply contextual knowledgeUnderstand & apply language forms & featuresRespond to and Compose texts

Objective DExpressing ThemselvesEngage personally with textsDevelop & apply contextual featuresUnderstand and apply knowledge of language forms and featuresRespond to and compose texts

Objective EReflecting On LearningDevelop and apply contextual knowledgeUnderstand and apply knowledge of language forms and featuresRespond to and compose texts

lease land in Indonesia. The boys so far have leased 11,000 acres of jungle to protect the orangutans. These boys were aged 10 years and 12 years old. Look what they achieved. Especially when Daniel has cerebral palsy. It proves you can follow your dreams. View additional background resources: BTN article and Australian story (which may be viewed as whole class or in Literacy Groups):

▪ BTN http://www.abc.net.au/btn/story/s3456851.htm

▪ Australian Story http://tearsinthejungle.com/about-us/our-australian-story/

2.WALT: develop our mapping skills

WILF: locate Indonesia using Google maps

compare key features of Australia & Indonesia

Read Page 2 Look at map and discuss where Indonesia is compared to Australia – Talk about the size of Indonesia, etc, population - land size compared to Australia – also poverty over there. Continue reading to p.12

Page 8

● Discuss Fun Fact -● Ask question – Why do you think they would build a nest in a different

tree every night?Page 10

● What is an Eco Lodge and why do they have it? (Discuss fun fact after)● How did Daniel get through the forest?

Page 12

Discuss the fun fact.

4. WALT engage with the story

After writing their factual knowledge to date (see opposite) continue reading the book

Monday morning July 2 2018.Here is their video: https://www.youtube.com/watch?v=uFrkpi7FjuA&feature=youtu.be

On a map of Indonesia and plot the journey taken by Daniel and William Clarke from Sydney to Borneo.

3.WALT: develop an understanding of vocabulary

Record specialist vocab from book and develop a glossary of technical terms. Build a word wall reference in room. Brainstorm vocabulary. Use as spelling words.

Display ‘fun facts’ & images in room. Students write down 5 facts about what they have learnt so far.

Page 14 Why do they use feeding platforms at the Care Centre?

Write a paragraph or more about why they think they use feeding platforms at the Care Centre. Students edit their work and find a buddy to share ideas.

Page 16 After reading,

● Discuss what tannin is? Look at pollution from gold mining – discuss. Talk about Camp Leakey and what they do to help orangutans (P17).

● Read about Siswi (Read fun fact P19).● Discuss pictures, P25, 27, 28 & 29.● Talk about how Daniel would feel.

Page 30

● Read from Page 30 at Page 31, discuss the similarities of their hands to ours.Read on.

Page 33

● Discuss fun fact – In groups talk about why they think this would also contribute to their decline. Write down their ideas.

● Come back to whole class and discuss ideas.● Compare to another animal multiple birth eg dog.

8. WALT: Understand how pictures can convey emotion

Continue reading p 34-41

Read about the Care Centre and what they do for the orangutans. Obviously, their mothers have been killed in the palm oil plantations

5. WALT: write a descriptive comparison between our hands and an orangutan’s hands

Use the information from page 30 to formulate these ideas

6. WALT: create a descriptive visual image

Using the stimulus below + images or use the following link to How to draw an Orangutan https://www.youtube.com/watch?v=T8KCbYc7lB0

7. WALT: understand sign language Page 33 Read about Princess and talk as class about sign language

● get a copy of sign language sheet and get the children to sign a word and then try it on each other.

looking for food as their jungles are being burnt down (deforestations) so they can plant palm oil plantations. Many babies are kept in cages by locals or sold as pets. They are not fed and badly treated. Care Centres come and encourage the owners to give them to the Care Centres otherwise they die without their mother.

Page 38

Daniel has never been hugged before because of his cerebral palsy. One baby climbed up onto Daniel and hugged him. It was very emotional for him.

Discuss this image - how he felt and also the little baby orangutan.

10. WALT: Understand key aspects of orangutan survival

Read Page 40-45 Discuss what is jungle school?

● Why do the baby orangutans need it?

9. WALT: Graph information

Page 39 Discuss the fun facts and also how it applies to us.

● Use maths tally chart, column and picture graph.● Graph classes, hair colour, eye colour height.

11. WALT: Understand what ‘deforestation’ is

Read Page 46 & 47

● Deforeststation. - What is it?● How to stop it?● ICT research in pairs● Discuss what deforestation is and why it is so devastating

to the environment.● Incorporate pages 33-37 2nd book.● Use the internet to learn more about it and do a mini

project● Produce/present a limited pechu kucha

12. WALT: Create an information report

Read Page 48 & 49

Copy pages 48 & 49 for children.

Review the features of an information report. Discuss the sub headings to be included to create an information report on orangutans.

● Students cut and paste the information on orangutans under the appropriate sub-headings

● Students write their report using this information.● The children then highlight 10 main facts they found very

interesting.

*Establish success criteria for this task. Self/peer assessment opportunity.

Week 4 : The Journey of the Sea Turtle or One Tiny TurtleSpeaking and Listening/ Responding and Composing/

Reading & Viewing

LANGUAGE FEATURES

Vocabulary, Grammar & Punctuation

Writing and Representing

Responding and Composing

(including digital technologies)

MODELLED/ GUIDED AND INDEPENDENT LEARNING

13. WALT: Engage with texts

Make predictions about the text based on the front cover

Read the text in one sitting

Students reflect on the story, telling what they have learnt.

Discuss the author’s purpose.

MODELLED/ GUIDED AND INDEPENDENT LEARNING

14. WALT: Understand rich vocabulary

Modelled reading: Journey of the Sea Turtle

During a second reading, develop a word bank of descriptive words and phrases.

Discuss word meanings. Add other rich language to describe the journey of the turtle.

15: WALT: Understand and apply language forms and features

Students use the rich vocabulary to craft a series of interesting sentences/ description telling the of the turtle’s journey from the egg to giving birth herself

16. WALT: Use visual literacy to develop meaning

Have students work in pairs to analyse the illustrations on 1 page. Discuss colour, focal point, vectors etc.Share ideas.

What added meaning do the illustrations convey that is not explicitly stated in the text?

17. WALT: Compare textsUsing a Venn diagram, compare The Journey of the Sea Turtle with Tears in the Jungle. How are they similar? Different? Consider the differences in style and format.

Week 5- Tears in The Jungle – Fight for SurvivalSpeaking and Listening/ Reading

and ViewingResponding and Composing

LANGUAGE FEATURES Writing and RepresentingResponding and Composing

(including Digital Technologies)Vocabulary, Grammar & Punctuation

Visual Literacy

19. WALT: Understand the concept of sustainability

● Discuss what sustainability is. Why do we need it?● What is Palm Oil? Why it is used in all the products

we eat?Encourage children to find products at home that have palm oil in them and bring to school.

● Put on a table, can use an app when shopping.● Look at logos on food now showing where the

ingredients are sourced. Put them on the table.

20. WALT: Understand author’s perspective through poetryRead and discuss ‘The Orangutan’s Plight’ a poem by 10 yo Valentino Rodrigues (see opp. Orangutan Foundation. Link below)http://www.orangutan.org.uk/blog/2017/08/24/the-orangutans-plight-a-poem/

21. WALT: Understand the reasons for and the effects of Palm oil plantations*Commence Tears in the Jungle Bk 2 – A Fight for Survival

MODELLED/ GUIDED AND INDEPENDENT LEARNING

18. WALT: develop our word knowledgeUpdate word wall.What is SUSTAINABILITY?Find the dictionary meaningFind examples at ODPS (recycling, vegie patch, electricity use, composting)Research. Discuss.

● Opportunity for further research into PALM OIL & ITS PRODUCTS (Refer to HSIE program)

21. WALT: Create persuasive texts

● Children make posters about stopping Palm Oil e.g. use Pic Collage

● Write a persuasive text about stopping unsustainable Palm Oil plantations

Eg to make it meaningful you could write to:-- the canteen to ask that they not sell products which use

unsustainable palm oil eg JJ’s- the CEO’s of Woolworths, Coles, Aldi

WALT: Recognise change

As you listen to the story write down the changes you have seen in the second book compared to the first book.

Page 20

● Talk about the weather and where the boys are.● Look at a world globe and find out why it is so hot.● Talk about the equator and its proximity to

Indonesia.● Find out what humidity means.

P 26 & 27

Look at the pictures of The Little Sekonyer River.

● What causes its colour?● What has mining done to the river? Find out about

mining in Indonesia.● Do this in group work and then present to class.

p29 -31

● Discuss the two orangutans we already know from the first book. What’s different now?

● Draw them and write the differences and similarities as a Venn diagram.

Read p33-37 and watch the coding video on the page.

● From these pages write about the results of burning and what is happening to the land.

p 37 Read and discuss.

- Reference : Don’t Palm Us Off website https://www.zoo.org.au/get-involved/act-for-wildlife/dont-palm-us-off

-Establish WILF: differentiated according to student need

Embedded Assessment task – Focus St 2 Objectives C, D & E

WALT: persuade our audienceNB Explicitly teach skills required to access IMovie prior

to assessment.What are the characteristics of an effective persuasive

multimodal text?Discuss and develop the success criteria with students.Create an iMovie Trailer to persuade an audience to save

the orangutansStudents evaluate the trailer based on success criteria

previously established

● Revise the concept of sustainability.● What would happen if they used it in Indonesia?● Type up your information and pictures to make up a

PowerPoint presentation.Present to class or at assembly.

Photocopy p 38

● Discuss in groups what impact Indonesia’s deforestation practice has on its neighbouring countries.

Use iPad to make a short video (students act out a current affairs station interview about deforestation).

Read about IAR care centre and how they are educating local farmers.

● How will this help the farmers and impact the orangutans?

Write a persuasive text.Read/talk about what has changed since Daniel and William have returned to the care centre.

p47 – p52

● Watch the babies at Jungle School.● Read about the babies.● Discuss why Jungle School is so important to the

baby orangutans.● Use a computer to type up your reasons and add

pictures.Finish writing about the changes between the first book and second book that you started at the beginning of

these lessons.Resources:

● https://www.choice.com.au/food-and-drink/nutrition/ food-labelling/articles/palm-oil-labelling● https://www.palmoilinvestigations.org/names-for- palm-oil.html

http://www.foodstandards.gov.au/consumer/generalissues/palmoil/Pages/default.aspx

How can Oakhill Drive Public School help?

As a class/stage, discuss how you could make a difference and help the orangutans:

● Adopt an orangutan from Orangutan Project.● Colour Me Orange Day to raise money across our

school● Teach others about palm oil in our foods.● Palm Oil Free popcorn in canteen or palm oil free

food in canteen.● PowerPoints/iMovie Trailers at assembly

More Project Ideas1. Equipment for Care Centres - International Animal

Rescue - Christine Rattelchristine@internationalanimalrescue.org1. Orangutan Foundation International - Kobe Steele

(founder) info@ofiaustralia.com2. The Orangutan Project (Leif Cocks)

leif@orangutan.org.au3. Borneo Orangutan Survival Foundation - BOS Dr

Willie Smits (buying of land to plant rainforest & establish work opp)

Further Extension Activities:

Create newspaper articles, campaign & speech (see faculty drive for stimulus)

29/6/18 Editor’s Note: Oakhill Drive students raised $1000 to be donated to the the Orangutan Project, following the mufti ‘Colour Me Orange’ day at school.

Acknowledgements:

Thanks to Fiona Mackey, Lyn @ Oxley Park PS,

Branimir Lazendic Penrith Lakes EEC,

Stage 2 Team ODPS 2018

4. Write Letters to your Local Member who will reply.5. PalmOil Action.org.au - writing letters about

labelling. Joining the debate.● Orangaton Race around the oval. They are

sponsored on per lap basis - $1-2 (max $5), Terry Hills PS. Or / Bike Race too; Daniel can do it too with the kids;

● Other things?